Assignment: Educational Policy Issues Research and LessonIntroduction
Our final project of the course provides you with an opportunity to deepen your understanding around a particular issue that is related to American public education and relevant to a school or schools in Rhode Island. Your research and instruction will help the rest of the class appreciate the issues involved as well.
For this project, you will work in a team of four students to complete two different project components, an online background research summary and an in-class lesson on your team’s issue. The background research consists of a collection of annotated bibliographies on articles related to your issue. As a team, you will decide on at least four research questions that are related to your issue, and each team member will locate and summarize at least five articles related to one of these questions. The team’s background research page will combine these annotated bibliographies to form a collection of articles around the original issue. Each individual’s research as well as the team’s background research page will be posted on this wiki to serve as a resource for class members as well as for future education students at URI.
The second component of this project is a teach-in, i.e. each group will have thirty to forty minutes to teach the class as much as they can about their particular issue. Each group's lesson must include both background information and an engaging activity. Background information can include presentations, videos, powerpoint slides, etc. Activities can include application tasks, games, discussions, skits, or any other activity your group feels will help us to understand your issue more fully (but please don't give us a test, quiz, or worksheet to fill out. We want to have fun with your project). Evaluation of your project will also depend upon the level of engagement of your classmates. After each class session, members of the class will post comments on the discussion board that are related to each presentation. Presenters are encouraged to log on and moderate.
Instructions Part 1: Background Research
Each team should complete background research and represent the collective results on the wiki by April 20. Each team’s Background Research page should be linked to the EDC 102 Final Project Page and should be created using the template entitled "Final Project Team Page Template." Each researcher should include the following types of articles to investigate his or her research question (please note that while there are four article types, each member must include at least five articles total):
At least one editorial or opinion essay.
At least one analysis article from a magazine such as Newsweek, Time, or reputable newspaper such as the NYTimes.
At least one article from a scholarly or professional journal, such as Educational Leadership, The Science Teacher, etc.
At least one summary article such as an ERIC Digest or CQ Researcher Report.
For each article, you should include the following:
Its citation in APA style.
One paragraph that summarizes the article
One paragraph that presents your reaction to the article, including how you think it informs our concerns about Rhode Island schools.
Part 1 of the project will be evaluated based on its completeness and overall quality.
Part 2: Presentations
As your team is completing its background research, you should meet often to decide what is important to share and how you will engage the class so that we learn what you think is important. The remaining class time is available for your work, but you may also need to meet outside of class. Your goal should be to push us beyond a “common sense” understanding of your issue and present more than one side of any controversies that exist.
You will teach for 30 to 40 minutes on either December 7 or December 14. Presentations will be evaluated on the following rubric:
EDC 102 Final Project Presentation Evaluation
Group Issue: Group Members:
Criteria
2 pts
1 pt
0 pts
1.
Presentation made on time.
Yes
No
2.
Includes an introduction that ties each of the contributions together.
Introduction describes problem or issue, why it is important, and previews or summarizes the research questions pursued by team members.
Introduction exists, but only partially frames the presentation by leaving out one of the elements described at left.
No introduction occurs.
3.
Includes a significant contribution by each team member.
All team members have a chance to present and/or lead the class in an activity.
Most team members present and /or teach.
One or two members of the team do most of the presenting.
4.
Addresses each research question listed on the online resource page.
Each research question is addressed and specific links to the team's online resources are made.
Some of the research questions are addressed and linked with the team's online resources.
Some of research questions are addressed, but online resources are not mentioned.
5.
Provides us with new knowledge as well as new questions about the original topic.
There is lively discussion in class as well as more than 2/3 (more than 20) of the class posting followup feedback online.
There is EITHER sparse discussion in class OR less than 2/3 (less than 20) of the class providing feedback online.
There is sparse classroom discussion AND less than 2/3 (less than 20) of the class providing online feedback.
Total Score:
Notes/comments
EDC 102 Final Project Rubric for Part I: Background Research
Name: Score:
Points awarded
(Points Possible) Criteria
(1) Research was summarized on the team's issue page.
(2) Five articles summarized, including:
• (1) At least one editorial or opinion article
• (1) At least one analysis article from a magazine or reputable newspaper.
• (1) At least one journal article.
• (1) At least one related ERIC summary article
(3) Article entries include its APA* citation, a summary paragraph, and a reaction paragraph.
Total Points
*(or other bibliographical format)
Comments:
A note on groupwork and extra credit
The nature of groupwork is such that, in the final analysis, some group members may perceive that there is an equal distribution of credit for an unequal distribution of work. As in any authentic setting, the end products of your Final Project are the ultimate indicators of the group's success. Your group will receive one final grade for background research and one final grade for the presentation. Therefore, if one group member appears not to be pulling his or her weight, other group members must assume that group member's responsibilities in order to maintain the integrity of the project. Please keep me apprised of these situations.
Since the author of each annotated bibliographic entry is indicated on your final group page, discretionary extra credit will be given to anyone who appears to have gone beyond the call of duty to salvage an unfortunate situation and take on extra research duties.
If group members are absent for the presentation, remaining group members will be expected to proceed with a complete presentation regardless. Discretionary extra credit will be given to group members who are forced to teach without the support of the entire group.
Once your presentations are complete, group members will be asked to assess each member's contribution to the group effort. These assessments will be factored into each student's final grade. No student will be given a failing grade on the project on the basis of group member assessment unless significant discussion with the instructor has taken place throughout the process.
EDC 102 Library Resources
1. Concept Mapping
Concept mapping helps you organize the information about your research subject,
narrow it down to a more specific topic, and create a research question and a search phrase.
Example:
Research question: How significant is accountability in the No Child Left Behind Program?
Keywords: no child left behind, accountability
Search phrase: no child left behind AND accountability
Refined research question: Has No Child Left Behind improved student achievement as part
of the accountability goal of the program?
Keywords: no child left behind, accountability, student achievement
Refined search phrase: no child left behind AND accountability AND student achievement
2. Scholarly journals, popular magazines, and trade publications
Scholarly articles (include peer-reviewed and referenced articles):
➢ are written by scholars, experts, or professionals
➢ usually report on original research or experimentation
➢ are 5 to 50 pages in length
➢ have few or no advertisements or photographs
➢ include charts, graphs, or statistical data
➢ always include author’s credentials and affiliation
➢ always provide a list of references
Popular articles:
➢ are written by journalists or staff writers
➢ provide entertainment or sales information or promote a viewpoint
➢ are short
➢ have advertisements and glossy photographs
➢ most of the times author’s name and credentials are not listed
➢ usually do not provide a list of references
Trade articles:
➢ are written by professionals or journalists
➢ provide how-to articles, news about the professional field, or information on new products
➢ have advertisements for professional resources and color photographs
➢ most of the times author’s name and credentials are listed
➢ most of the times provide a list of references
3. Finding online articles, reports, essays, editorials and documents
In order to find online articles, go to the Library’s website at http://www.uri.edu/library/ and click on Find Articles>Reference Databases.
Suggested databases:
CQ Researcher: Library’s website >Find Articles> All Reference Databases by Title >CQ Researcher
HELIN Catalog: Library’s website >Find Articles> Reference Databases > HELIN Catalog (link is on the left)
Education Full Text (WilsonWeb): Library’s website > Find Articles>Reference Databases > Education
Assignment: Educational Policy Issues Research and LessonIntroduction
Our final project of the course provides you with an opportunity to deepen your understanding around a particular issue that is related to American public education and relevant to a school or schools in Rhode Island. Your research and instruction will help the rest of the class appreciate the issues involved as well.
For this project, you will work in a team of four students to complete two different project components, an online background research summary and an in-class lesson on your team’s issue. The background research consists of a collection of annotated bibliographies on articles related to your issue. As a team, you will decide on at least four research questions that are related to your issue, and each team member will locate and summarize at least five articles related to one of these questions. The team’s background research page will combine these annotated bibliographies to form a collection of articles around the original issue. Each individual’s research as well as the team’s background research page will be posted on this wiki to serve as a resource for class members as well as for future education students at URI.
The second component of this project is a teach-in, i.e. each group will have thirty to forty minutes to teach the class as much as they can about their particular issue. Each group's lesson must include both background information and an engaging activity. Background information can include presentations, videos, powerpoint slides, etc. Activities can include application tasks, games, discussions, skits, or any other activity your group feels will help us to understand your issue more fully (but please don't give us a test, quiz, or worksheet to fill out. We want to have fun with your project). Evaluation of your project will also depend upon the level of engagement of your classmates. After each class session, members of the class will post comments on the discussion board that are related to each presentation. Presenters are encouraged to log on and moderate.
Instructions Part 1: Background Research
Each team should complete background research and represent the collective results on the wiki by April 20. Each team’s Background Research page should be linked to the EDC 102 Final Project Page and should be created using the template entitled "Final Project Team Page Template." Each researcher should include the following types of articles to investigate his or her research question (please note that while there are four article types, each member must include at least five articles total):
At least one editorial or opinion essay.
At least one analysis article from a magazine such as Newsweek, Time, or reputable newspaper such as the NYTimes.
At least one article from a scholarly or professional journal, such as Educational Leadership, The Science Teacher, etc.
At least one summary article such as an ERIC Digest or CQ Researcher Report.
For each article, you should include the following:
Its citation in APA style.
One paragraph that summarizes the article
One paragraph that presents your reaction to the article, including how you think it informs our concerns about Rhode Island schools.
Part 1 of the project will be evaluated based on its completeness and overall quality.
Part 2: Presentations
As your team is completing its background research, you should meet often to decide what is important to share and how you will engage the class so that we learn what you think is important. The remaining class time is available for your work, but you may also need to meet outside of class. Your goal should be to push us beyond a “common sense” understanding of your issue and present more than one side of any controversies that exist.
You will teach for 30 to 40 minutes on either December 7 or December 14. Presentations will be evaluated on the following rubric:
EDC 102 Final Project Presentation Evaluation
Group Issue:
Group Members:
EDC 102 Final Project Rubric for Part I: Background Research
Name:
Score:
Comments:
A note on groupwork and extra credit
The nature of groupwork is such that, in the final analysis, some group members may perceive that there is an equal distribution of credit for an unequal distribution of work. As in any authentic setting, the end products of your Final Project are the ultimate indicators of the group's success. Your group will receive one final grade for background research and one final grade for the presentation. Therefore, if one group member appears not to be pulling his or her weight, other group members must assume that group member's responsibilities in order to maintain the integrity of the project. Please keep me apprised of these situations.
Since the author of each annotated bibliographic entry is indicated on your final group page, discretionary extra credit will be given to anyone who appears to have gone beyond the call of duty to salvage an unfortunate situation and take on extra research duties.
If group members are absent for the presentation, remaining group members will be expected to proceed with a complete presentation regardless. Discretionary extra credit will be given to group members who are forced to teach without the support of the entire group.
Once your presentations are complete, group members will be asked to assess each member's contribution to the group effort. These assessments will be factored into each student's final grade. No student will be given a failing grade on the project on the basis of group member assessment unless significant discussion with the instructor has taken place throughout the process.
EDC 102 Library Resources
1. Concept Mapping
Concept mapping helps you organize the information about your research subject,
narrow it down to a more specific topic, and create a research question and a search phrase.
Example:
Research question: How significant is accountability in the No Child Left Behind Program?
Keywords: no child left behind, accountability
Search phrase: no child left behind AND accountability
Refined research question: Has No Child Left Behind improved student achievement as part
of the accountability goal of the program?
Keywords: no child left behind, accountability, student achievement
Refined search phrase: no child left behind AND accountability AND student achievement
2. Scholarly journals, popular magazines, and trade publications
Scholarly articles (include peer-reviewed and referenced articles):
➢ are written by scholars, experts, or professionals
➢ usually report on original research or experimentation
➢ are 5 to 50 pages in length
➢ have few or no advertisements or photographs
➢ include charts, graphs, or statistical data
➢ always include author’s credentials and affiliation
➢ always provide a list of references
Popular articles:
➢ are written by journalists or staff writers
➢ provide entertainment or sales information or promote a viewpoint
➢ are short
➢ have advertisements and glossy photographs
➢ most of the times author’s name and credentials are not listed
➢ usually do not provide a list of references
Trade articles:
➢ are written by professionals or journalists
➢ provide how-to articles, news about the professional field, or information on new products
➢ have advertisements for professional resources and color photographs
➢ most of the times author’s name and credentials are listed
➢ most of the times provide a list of references
3. Finding online articles, reports, essays, editorials and documents
In order to find online articles, go to the Library’s website at http://www.uri.edu/library/ and click on Find Articles>Reference Databases.
Suggested databases:
CQ Researcher: Library’s website >Find Articles> All Reference Databases by Title >CQ Researcher
HELIN Catalog: Library’s website >Find Articles> Reference Databases > HELIN Catalog (link is on the left)
Education Full Text (WilsonWeb): Library’s website > Find Articles>Reference Databases > Education
ERIC (Access ERIC): Library’s website > Find Articles>Reference Databases > Education
Academic Search Premier: Library’s website > Reference Databases > General & Reference
Google Scholar: Library’s website >Find Articles> Need help finding articles?>Bottom of page
4. Evaluating web information
Evaluation criteria:
1. Authority
2. Accuracy
3. Objectivity
4. Currency
5. Audience
6. Coverage
7. Quality of the page
Need assistance? Please contact Mona Anne Niedbala, Education & Curriculum Materials Librarian, at 401-874-9433, or email at mflorea@mail.uri.edu.